Assessing Support for High School Foreign Language Programs: The Tennessee Model

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Abstract

Abstract In their efforts to promote the study of foreign languages, teachers require various types of supporting documentation, including statistical information, as a base for presentations to administrators, legislators, and civic groups. This article describes a comprehensive report on Tennessee secondary schools and uses a simple formula to determine the support for foreign languages in individual schools, school systems, counties, and congressional districts. It also describes the use of some of the linguistic maps and statistical tables contained in the report and the possible applications for teachers in other states.

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